Dr. W.A. Kritsonis, www.nationalforum.com

1. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
VOLUME 18 NUMBER 3, 2008
1
Seven Ways to Increase At-Risk Student
Participation in Extra-curricular Activities
Etima Bowman
Graduate Student in Educational Leadership and Counseling
The Whitlowe R. Green College of Education
Prairie View A&M University
Prairie View, Texas
David E. Herrington, PhD
Associate Professor of Educational Leadership
Director of the Principal’s Academy
The Whitlowe R. Green College of Education
Prairie View A&M University
A Member of the Texas A&M University System
Prairie View, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Prairie View, Texas
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
ABSTRACT
Extra-curricular activities historically have provided reluctant students with
specific talent-related groups of other student’s with whom they can identify,
interacting in meaningful, goal-oriented contexts. The experienced guidance and
structure provided by caring adults is another beneficial feature provided by extra-
curricular participation. Ironically, at-risk students who need these things in their
lives, have various barriers and reasons for not participating. They tend to be vastly
under-represented in extra-curricular activities. This article provides suggestions
for increasing their participation.
________________________________________________________________________

2. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
2_____________________________________________________________________________________
Introduction
Increasing the involvement of at-risk student participation in extracurricular
activities is critical to reaching these particular students to ensure academic achievement.
This article provides suggestions for increasing the participation of at-risk students.
Purpose of the Article
The purpose of this article is to give seven ways to increase at-risk student
participation in extracurricular activities. Research has demonstrated that extra-curricular
activities have a positive effect on at-risk children.
Researchers Identify Key Factors
The study entitled, “The Effects of Homework Programs and After-School
Activities on School Success”, states that structured after-school activities have been
associated with higher educational outcomes (Cosden, 2004). This study was informative
because it listed both strengths and weaknesses of these programs. One weakness is that
after-school homework programs are likely to reduce parental involvement in the
homework process. It suggests that after-school activities can have a positive or negative
impact on students, depending on the context in which they are experienced.
Another study entitled, “Difference in Behavior, Psychological Factors, and
Environment Factors Associated with Participation in School Sports and Other Activities
in Adolescence”, examined whether participation in school team sports, exclusively or in
combination with other extracurricular activities, is associated with higher levels of
psychosocial functioning and healthy behavior than participation in other extracurricular
activities alone or nonparticipation (Harrison, 2003). The researchers issued a survey
which revealed that participants in any type of extracurricular activity were more likely
than non-participants to exercise and consume nutritious foods, to like school and do
homework, and to express positive attitudes about self, peers, teachers, and parents.
Involved students were also less likely to skip school, get into fights, vandalize property,
smoke cigarettes or marijuana, binge drink, or have sexual intercourse. The research
showed that students involved with sports and other activities had more positive numbers
that with sports alone.
“Structured Extracurricular Activities among Adolescents” is a research study that
suggests that structured extracurricular activities have the potential to promote mental
health among all youths and particularly those placed at risk for negative academic and
interpersonal outcomes (Gilman, 2004). It suggest that getting at-risk teens involved in a

3. ETIMA BOWMAN, DAVID E. HERRINGTON, WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________3
structured activity of their choice, under the influence of positive social networks and
competent adults, may lead to demonstrable positive outcomes (including high self-
esteem and life satisfaction, engagement with school, social competence, improved
school performance and graduation). Non-school sponsored activities can also be related
positively to academic outcomes.
Recommendations
The following seven suggestions are aimed at increasing at-risk student
participation in extra-curricular activities.
1. Be sure that the extracurricular activities are of interest to the
students involved – When preparing to be of service to anyone, we must
first identify their needs. This is very important in developing an
extracurricular program. Students should have an opportunity to express
their needs and interest. A survey is an effective tool used in gathering
information on student interest. A sample student survey can be found at
the end of this article.
2. Develop goals for the program – Program leaders and facilitators should
have a shared vision and set goals for the program. This is the only way to
measure program success. These goals should be written collaboratively in
a mission statement. As students become members of the program, they
should also develop goals and a plan to reach them. Facilitators should
help the students develop ways to assess their progress towards meeting
their goals.
3. Be sure to have competent and skilled leaders and facilitators – Adults
that are chosen to help students grow and develop must be trained and
prepared. They need time for collaboration and pre-planning for an
effective program. They should also be skilled in the area that they are
working in. Most importantly, they must have a passion for the activity
and the growth of the students.
4. Provide academic assistance for struggling students – Many forms of
assistance can be made available including peer tutoring and teacher led
tutorials. Encourage students to seek help when needed and continue to
stress the importance of academic success. Provide time for
homework/study hall for all students so that the students who need extra
help don’t feel like they are missing something important during the
activity.

4. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
4_____________________________________________________________________________________
5. Encourage parental support – Be sure to keep the parents informed and
involved in the program. Students tend to perform better with more
parental involvement. This has a dual purpose. Parents can assist with
monitoring and student encouragement. The program can help parents
build positive relationships with their children.
6. Use time wisely and effectively – Time management is an important
concept for all to learn. Leaders should be on time and prepared for the
students. This should also be required of the students. No one wants to feel
as if their time is being wasted. Use all time effectively so that the
program will continue to positively impact students.
7. Evaluate the program – The effectiveness of any program must be
evaluated. It is imperative that continuous monitoring and assessments be
done. The program can be assessed by student and parental feedback.
Program facilitators should continue to gather data and use it to make
adjustments for the extracurricular program to meet its goals.
Concluding Remarks
In conclusion, increasing the involvement of at-risk student participation in
extracurricular activities is critical to reaching this population to ensure academic
achievement. These suggestions should lead school leaders to improve at-risk student
participation in extracurricular activities.
References
Cosden, M., Morrison G., Gutierrez L., and Brown, M. (2004). The effects of homework
programs and after-school activities on school success. Theory into Practice,
43(3), 220-226.
Harrison, P., & Narayan, G. (2003). Differences in behavior, psychological factors, and
environmental factors associated with participation in school sports and other
activities in adolescence. Journal of School Health, 73(3), 113-120.
Gilman, R., Meyers, J., & Perez L. (2004). Structured extracurricular activities among
adolescents: findings and implications for school psychologists. Psychology in
the Schools, 41(1), 31-41.